Creating Inclusive Classrooms through

Learner-Centered Teaching Approaches

A Term Paper Presented to

The Faculty of the College of Teacher Education

Concepcion Holy Cross College, Inc.

Concepcion, Tarlac

In Partial Fulfillment of the

Requirements for Facilitating learner centered teaching (Ed/PCK 1)

Submitted By BSED ENGLISH 2-B:

Amurao, Paulland R.

Baron, Nathen Louisse

Noble, Rainelyn

Sebastian, Honey Jane M.

Submitted To:

Sir, Eric Ramos.

 Table of Content
Creating Inclusive Classrooms through Learner-Centered
Teaching Approaches​ 1
I. Abstract​ 3
II. Introduction​ 4
III. Review of Related Literature​ 5
Related Literature​ 5
IV. Methodology of the Study​ 8
Research Method​ 8
Research Instrument​ 9
V. Discussion and Analysis​ 10
Theoretical Framework​ 14
VI. Implication for Teaching Practice​ 16
VII. Challenges and Solution​ 18
VIII. Conclusion​ 19
IX. References​ 21
I.​ Abstract

This study examines the impact of learner-centered approaches in fostering and creating

inclusive classrooms that emphasize student engagement, collaboration, and equity. Anchored

in constructivist theory, this teaching model shifts the focus from traditional, teacher-centered

instruction to dynamic, student-driven learning experiences. Key elements include

problem-based learning, collaborative decision-making, and the use of adaptive technologies

to cater to diverse learning needs. The study highlights the pivotal role of teachers as

facilitators and underscores the necessity of professional development to empower educators

in implementing these approaches effectively.

Using a qualitative research methodology, data was collected through a survey-questionnaire

administered to second-year BSED English students at Holy Cross College. The findings

reveal that learner-centered methods significantly enhance academic performance, critical

thinking, and inclusivity. However, their successful implementation requires addressing

challenges such as resistance to change, comprehensive teacher training, and systemic

reforms in curriculum design and assessment practices.

In conclusion, despite the challenges, learner-centered approaches offer immense potential to

create equitable and effective educational environments. By prioritizing teacher development,

aligning institutional policies, and leveraging technology, schools can foster learning spaces

that empower both educators and students, enabling a more dynamic and inclusive

educational experience.

II.​ Introduction

In recent years, the student-centered approach has gained prominence as a teaching and

learning method that focuses on placing students' needs and interests at the core of the

educational experience. This approach promotes engagement, collaboration, and autonomy,

creating a learning environment that both supports and challenges students while aligning

with their individual goals. Khoury (2022) highlights that student-centered learning positively

influences student motivation, engagement, and learning outcomes, particularly within online

and distance education contexts. Similarly, Katawazai (2021) emphasizes that modern

education increasingly aims for active learning, wherein students play a central role in their

educational journey, cultivating essential skills and competencies.

The emphasis on a learner-focused approach has sparked considerable discussion in the field

of education. Numerous studies, such as those by Bakar et al. (2013), Neumann (2013), and

Komatsu et al. (2021), explore how learning environments can be crafted to prioritize student
engagement, as well as the challenges associated with implementing such a model. Within

this framework, student-centered learning (SCL) allows students to take an active role in

shaping their education, giving them the flexibility to decide what, when, where, and how

they learn. For instance, Schweisfurth (2015) underscores the need for flexible learning

methods, while Oyelana et al. (2022) emphasize the importance of individual attention and

motivation. Research by Lahdenperä et al. (2022) further shows that teacher support is crucial

in helping students regulate their learning, while Asoodeh et al. (2012) demonstrate that the

SCL approach improves both academic achievement and social skills. However, successful

implementation requires the reorganization of the educational process and additional teacher

training, as noted by Burner et al. (2017). Studies by Tadesse et al. (2021), Zhang et al.

(2022), and Knorn et al. (2022) also emphasize the importance of interactive and

constructivist learning, which deepens students' understanding of the material.

III.​ Review of Related Literature

This chapter presents a review of related literature and studies which served as a frame of

reference for this study.

Related Literature

In the study of Orr, A. C., & Hammig, S. B. (2009), behavioral theories of teaching and

learning have for a long time influenced people’s understanding of classroom management.

Learner-Centered Teaching has been an effective approach for enhancing the learning

experience for students in higher education (Weimer, 2002). To be specific, the classroom for

a learner-centered environment is quite different from traditional classrooms. Students are

required to take on new learning roles and responsibilities beyond taking notes, listening to

teachers teach, and passing exams. "It is an environment that allows students to take some
real control over their educational experience and encourages them to make important

choices about what and how they will learn" (Doyle, 2008. p. xv).

Olmedo & Montero (2023) as discussed in their studies, concluded that, to put these

competencies into practice, inclusiveness competencies should be integrated into the teacher

training curriculums. Caleb et al. (2018) found that practicing problem-based learning

environments need facilitation skills to help students scaffold and mentor effectively in a

problem-based learning setting which is also learner-centered teaching (LCT). It was found

that LCT is not well practiced by university professors, and they still use traditional teaching

styles where teachers dominate students' participation (Kovacevic & Akbarov, 2016). It was

discovered that creating a learner-centered teaching environment promotes higher completion

rates of assignments and higher motivation to participate (Hanewicz, Platt, & Arendt, 2017).

Gill & Holton (2006) in their studies reported that the introduction of self-paced approaches,

which can also be defined as learner-centered teaching, has a great influence on positive

learning outcomes. Poindexter (2003) also found that even though active and cooperative

learning can improve problem-solving and interpersonal skills, improvement in attitude, and

some lectures are necessary. According to Otukile-Mongwaketse M. (2018), students are

more interested in learning activities when they can interact with one another and participate

actively in their learning. In a constructivist classroom, learning becomes more of a shared

activity where knowledge is constructed by both the teacher and the learners rather than

transmitted directly by the teacher.

According to Olmedo & Montero (2023), for inclusiveness competence, teachers are mainly

responsible for minimizing all the burdens that block access to knowledge, and to perform

alternative actions to achieve the goals of the curriculum (as cited in Royo Pena et al., 2019).
For Nimante & Kokare (2022), teachers will have to cope with day-to-day challenges

associated with learners' educational needs for high quality learning and individual

development, even for students with special needs. Likewise, teachers will consider the

challenges students face in terms of academic, emotional, social and other needs as a part of

their more learner-focused teaching. According to Corno (2008), for the purpose of

adaptation, teachers need to be aware of students' abilities and their challenges within the

learning environment. Distinguishing those abilities and challenges involves establishing

unique learning objectives. It is linked to methods aimed at improvement (Janney & Snell,

2006).

In Barr and Tagg's (1995) view, educators would be much more effective if, instead of

focusing on their teaching, they focused on how and what students were learning. In other

words, educators need to adopt a learner-centered approach to teaching. Learner-centered

approaches emphasize the importance of creating learning opportunities that improve

students' learning. Blumberg (2009), Kramer et al. (2007), and Weimer (2002) argued that

learner-centered approaches focus on student learning and the learning process and on the

extent to which learning is achieved. Doyle (2008) explained that learner-centered teaching

means subjecting all teaching activities to the test of the question: "Given the context of my

students, course, and classroom, will this teaching action optimize my students' opportunity

to learn?" (p. 4). Indeed, in learner-centered teaching, attention is given not only to what the

student is learning, but how the student is learning and whether the student is able to retain

and apply this knowledge (Barr & Tagg, 1995; Weimer, 2002). Therefore, in learner-centered

approaches, the emphasis shifts from what the instructor does to what the students do to

learn, and the role of the instructor is shifted from a giver of information to a facilitator of

student learning (Blumberg, 2009; Massouleh & Jooneghani, 2012; Weimer, 2002).
One feature of learner-centered teaching is what Weimer (2002) and Blumberg (2009) called

"the balance of power" between instructors and students. When teaching is learner-centered,

instructors do not make all or even most of decisions about learning for students. Rather,

learner-centered instructors share the decision-making power with students (Blumberg, 2009;

Massouleh & Jooneghani, 2012; Weimer, 2002). Learner-centered instructors involve

students in making some decisions about all components in the learning process. However,

involving students in the decision-making power does not mean power is transferred

wholesale to students; instructors, rather, still make key decisions about learning, but they no

longer make all decisions and not always without student input (Oyler, 1996; Massouleh &

Jooneghani, 2012; Weimer, 2002). Learner-centered approaches emphasizing a balance of

power so students are involved in the decision-making power shift the responsibility for

learning from the instructor to both the instructor and the student (Barr & Tagg, 1995;

Blumberg, 2009; Weimer, 2002).

IV.​ Methodology of the Study

This chapter explains and talks about the methods the researchers will use to collect the data

and information needed for the full study. It outlines the research's focus and who will be the

respondents. These chapters include the sort of research, the research methodology, and the

setting where the study will be carried out. They also demonstrate the data gathering process

and the instruments that will be employed.

Research Method

Using a qualitative approach, this study aims to comprehend the real-life experiences

of teachers and students in inclusive classrooms. In order to provide a deep and complex

understanding of the issue, the focus is on investigating the participants' subjective meanings,

interpretations, and viewpoints.

Understanding that knowledge is constantly created and shaped by both individual and group

experiences, the study will employ an interpretive framework. A greater comprehension of

the interaction between personal viewpoints and the larger social environment of inclusive

education is made possible by this framework.

Research Instrument

The primary goal of this study was accomplished through the use of

survey-questionnaire instruments. The chosen Holy Cross College students (BSED 2nd year

college of BSED English 2B) were given a self-administered questionnaire. The purpose of

the questionnaire was to find out how well Learner-Centered Teaching Approaches work in

creating inclusive classrooms.

The questionnaire was structured in such a way that respondents will be able to answer it

easily. Thus, the set of questionnaire was structured using the Likert format with five-point

response scale. A Likert scale is a rating scale that requires the subject to indicate his or her

degree of agreement of disagreement to a statement. In this type of questionnaire, the

respondents were given five response choices. The options served as the quantifications of

the participants’ agreement or disagreement on each question item. Below are the designated

quantification used in the questionnaire:

V.​ Discussion and Analysis

The implementation of learner-centered approaches in education has demonstrated

significant potential in transforming traditional teaching practices into more inclusive and

effective models. These approaches place students at the center of the learning process,

shifting the focus from passive reception to active engagement. This discussion explores the

theoretical, practical, and systemic dimensions of learner-centered education, providing a

nuanced understanding of its benefits, challenges, and implications for creating inclusive

classrooms.

A foundational aspect of learner-centered teaching is its reliance on constructivist theory,

which emphasizes the active role of learners in constructing knowledge through interaction

and collaboration. Barr and Tagg (1995) underscored the need to shift the focus from

teaching to learning, prioritizing student engagement over rote memorization. This paradigm

shift is further supported by Weimer (2002), who argued that teaching practices should be

evaluated based on their ability to optimize student learning outcomes. Constructivism thus

serves as a theoretical anchor for learner-centered approaches, providing a robust framework

for fostering deeper understanding and meaningful educational experiences.

The practical applications of learner-centered approaches further validate their theoretical

grounding. For example, problem-based learning (PBL), as highlighted by Caleb et al.

(2018), engages students in solving real-world problems, enhancing their critical thinking and
problem-solving abilities. This method not only improves academic performance but also

equips students with practical skills essential for lifelong learning. Similarly, Gill and Holton

(2006) demonstrated the value of self-paced learning in developing problem-solving and

interpersonal skills. These findings illustrate how learner-centered methods empower students

to take ownership of their learning journey, promoting autonomy and resilience.

Another critical feature of learner-centered education is the balance of power between

instructors and students. Blumberg (2009) and Oyler (1996) emphasized that

decision-making in learner-centered classrooms is shared, with teachers guiding rather than

dictating the learning process. This collaborative dynamic encourages students to become

active participants in their education, fostering a sense of responsibility and engagement. By

involving students in decisions about their learning, teachers create an environment that is not

only inclusive but also empowering.

Inclusivity is a hallmark of learner-centered approaches, as they address the diverse needs of

students in a dynamic and adaptive manner. Otukile-Mongwaketse (2018) highlighted the

role of interactive and collaborative activities in promoting inclusivity, showing how these

methods encourage students from various backgrounds to participate actively. Furthermore,

Olmedo and Montero (2023) stressed the importance of integrating inclusiveness

competencies into teacher training programs. Equipping educators with the skills to adapt

their teaching strategies to diverse classrooms ensures that all students, regardless of their

abilities or backgrounds, can thrive.

Technology plays a pivotal role in modern learner-centered classrooms, enhancing

accessibility and engagement. Digital tools, as noted by Zhang et al. (2022), provide
interactive and multimodal learning opportunities that cater to diverse learning styles.

Adaptive platforms allow educators to customize content to individual student needs, making

learning more personalized and inclusive. These advancements underscore the importance of

integrating technology into learner-centered approaches to bridge gaps in accessibility and

equity.

The success of learner-centered approaches hinges on effective teacher training and

professional development. Lahdenperä et al. (2022) highlighted the critical role of teacher

support in helping students regulate their learning. However, as Caleb et al. (2018) noted,

transitioning from traditional to learner-centered methods requires facilitation skills that

many educators lack. To address this challenge, schools can provide ongoing workshops and

peer mentoring programs where teachers can observe and learn from one another’s

experiences with learner-centered methods. Such initiatives help build confidence and foster

a collaborative teaching culture.

Addressing this gap requires ongoing training and mentoring programs that equip teachers

with the knowledge and tools needed to implement inclusive teaching practices effectively.

Despite its many advantages, implementing learner-centered approaches is not without

challenges. One of the most significant challenges is resistance to change, especially in

institutions or regions where traditional, teacher-centered methods have been long

established. Teachers accustomed to delivering content through lectures or direct instruction

may struggle to transition to a more student-driven model. This resistance can stem from

comfort with existing methods, lack of familiarity with new approaches, or fear of losing

control over the classroom environment.

To overcome resistance, it is essential to provide professional development and ongoing

training in learner-centered strategies. Educators should be exposed to research-based

practices and examples of successful implementation in various contexts. Research by

Poindexter (2003) emphasizes the importance of hands-on workshops where teachers can

actively engage with the strategies they are learning. Teachers also benefit from observing

their peers, collaborating in teams, and sharing experiences to build confidence in adopting

new methods. Gradually introducing these techniques, with the opportunity for reflection and

adjustment, can help ease the transition.

For instance, Kovacevic and Akbarov (2016) observed that traditional teacher-dominated

practices persist in many classrooms, limiting the potential of learner-centered methods.

Overcoming these challenges requires a systemic approach, including policy reforms and

institutional support. Embedding learner-centered teaching into teacher certification and

evaluation processes, for example, could drive its widespread adoption and sustainability.

Curricular frameworks must be designed to accommodate flexibility and inclusivity, allowing

teachers to tailor their methods to individual student needs. Additionally, assessment

standards should reflect the principles of learner-centered education, emphasizing formative

evaluations and personalized feedback over standardized testing. By aligning policies with

inclusive teaching practices, educational institutions can create an ecosystem that supports the

long-term success of learner-centered approaches.

Long-term studies, such as those conducted by Lahdenperä et al. (2022), show that when

learner-centered teaching is sustained over time, students demonstrate improved critical

thinking, self-regulation, and problem-solving skills. To ensure the sustainability of these

approaches, schools must invest in continuous professional development for teachers,

establish clear policies that prioritize student-centered learning, and integrate these

approaches into accreditation processes to reinforce their long-term viability.

In conclusion, learner-centered approaches offer a transformative model for inclusive

education, fostering collaboration, engagement, and equity. Grounded in constructivist theory

and supported by a wealth of practical applications, these methods place students at the heart

of the learning process. However, their successful implementation requires addressing

systemic barriers, prioritizing teacher training, and leveraging technology to enhance

accessibility. By embracing these strategies, educational institutions can realize the full

potential of learner-centered teaching in creating dynamic and inclusive learning

environments. While the shift to learner-centered approaches presents challenges, its benefits

for student engagement, inclusivity, and academic achievement are undeniable. To fully

realize these benefits, educators must prioritize professional development, adaptive

curriculum design, and the integration of technology. By aligning institutional policies with

learner-centered principles, education systems can create environments where both teachers

and students thrive, leading to a more dynamic and equitable learning experience.

Theoretical Framework

Input Process Output

 ●​ Teacher-related Inputs ●​ Planning and Preparation ●​ For Teachers
- Professional development - Conducting needs assessments - Improved teaching practice
to understand learner diversity. aligned with learner-centere
and training on learner-centered - Designing lesson plans that principles.
incorporate active learning and - Higher teacher satisfaction i
pedagogy. differentiated instruction. fostering inclusive learnin
●​ Implementation environments.
- Knowledge and skills in - Utilizing learner-centered ●​ For Students
teaching approaches, such as:
inclusive teaching strategies. - Collaborative learning - Enhanced academ
activities (e.g., group performance and participation.
- Positive attitudes towards discussions, peer teaching). - Development of critic
- Problem-based learning thinking, collaboration, an
diversity and inclusion. (real-world problem-solving problem-solving skills.
tasks). - Increased sense of belongin
●​ Student-related Inputs - Use of multimedia and and acceptance in th
adaptive tools for diverse classroom.
- Diverse learning needs, learners.
abilities, and cultural ●​ Assessment and Feedback
backgrounds. - Using formative and
- Feedback on preferred summative assessments tailored
learning styles and challenges. to varied abilities.
- Providing constructive,
personalized feedback to
learners.
- Involving students in
self-assessment and peer
feedback.

VI.​ Implication for Teaching Practice

Learner-centered teaching represents a significant shift in educational practice, with

wide-ranging implications for both students and teachers. For students, the adoption of

learner-centered approaches increases engagement, autonomy, and motivation. By taking an

active role in their own learning, students develop critical skills such as problem-solving,
critical thinking, and collaboration. These skills are essential not only for academic success

but also for future professional and personal development. Furthermore, the flexibility

inherent in learner-centered teaching allows students to pursue topics of interest, personalize

their learning experience, and progress at their own pace. This personalized approach ensures

that all students, regardless of their backgrounds or abilities, can access and benefit from the

learning experience.

For teachers, transitioning to a learner-centered approach requires a shift from the traditional

role of knowledge dispenser to that of a facilitator or guide. Teachers are tasked with creating

an environment that encourages exploration, collaboration, and student-driven learning. This

shift can be professionally enriching, as it allows teachers to innovate in their teaching

methods and create dynamic, interactive learning experiences. However, it also presents

challenges, particularly in managing diverse student needs and varying levels of engagement.

Teachers must be equipped with the skills to provide differentiated instruction, manage group

dynamics, and offer personalized feedback to ensure all students thrive in a learner-centered

environment. Continuous professional development is crucial to support teachers in adapting

to these new roles and responsibilities.

The implications of learner-centered teaching extend beyond students and teachers to the

broader structure of educational systems, including curriculum development, classroom

management, and assessment practices. In curriculum development, learner-centered

approaches call for a shift towards flexibility and adaptability. Rather than following a rigid,

one-size-fits-all curriculum, teachers are encouraged to design lessons that allow for student

choice, exploration, and real-world applications. This helps to connect classroom learning to

practical experiences, fostering deeper engagement with the material. The inclusion of
diverse materials, multimedia, and adaptive tools ensures that students of all learning styles

and abilities can participate meaningfully in the learning process.

In terms of classroom management, learner-centered approaches foster a collaborative

classroom culture where students and teachers share responsibility for the learning

environment. This shared responsibility encourages active participation, reduces disciplinary

issues, and promotes a positive classroom climate. However, managing a diverse classroom

requires a keen understanding of student needs and the ability to implement strategies such as

differentiated instruction and collaborative activities that engage all learners.

Assessment also undergoes a transformation in learner-centered classrooms. Traditional,

summative assessments, such as exams, give way to more formative, ongoing evaluations

that focus on student growth and development. Methods like self-assessments, peer

evaluations, and project-based assessments provide students with continuous feedback,

helping them track their progress and adjust their learning strategies accordingly. These

assessment methods not only evaluate content knowledge but also emphasize the

development of critical skills such as collaboration, creativity, and problem-solving.

Finally, for student engagement, the shift to a learner-centered approach encourages the use

of interactive and participatory learning strategies, such as group work, debates, and

discussions. Allowing students to have a say in their learning—by choosing topics, designing

projects, or even determining assessment methods—fosters intrinsic motivation and increases

their investment in the learning process. The integration of technology further supports

engagement by offering adaptive learning tools and interactive platforms that cater to

individual student needs and enhance the learning experience.

In conclusion, learner-centered teaching practices offer transformative potential for

improving student outcomes and enhancing the educational experience for both students and

teachers. By promoting engagement, autonomy, and critical thinking, this approach fosters a

more inclusive and dynamic learning environment. However, its successful implementation

requires educators to embrace new roles, engage in continuous professional development, and

adapt their teaching strategies to meet the diverse needs of their students. Moreover, it

necessitates systemic support from educational institutions to align curricula, assessments,

and policies with the principles of learner-centered teaching, ensuring that these practices can

be implemented effectively and sustainably.

VII.​ Challenges and Solution

One of the most common challenges educators face when transitioning to

learner-centered teaching is resistance to change. Traditional teaching models often

emphasize teacher control, direct instruction, and a more passive role for students. Teachers

who have been accustomed to these methods may feel uncomfortable or unsure about

adopting a more flexible, student-driven approach. Additionally, some educators may fear

losing control over their classroom or may feel that the shift will lead to increased classroom

management issues.

To overcome resistance, it is essential to provide professional development and ongoing

training in learner-centered strategies. Educators should be exposed to research-based

practices and examples of successful implementation in various contexts. Research by

Poindexter (2003) emphasizes the importance of hands-on workshops where teachers can
actively engage with the strategies they are learning. Teachers also benefit from observing

their peers, collaborating in teams, and sharing experiences to build confidence in adopting

new methods. Gradually introducing these techniques, with the opportunity for reflection and

adjustment, can help ease the transition.

VIII.​ Conclusion

This paper explored the potential of learner-centered teaching and its impact on both

students and educators. The shift from traditional, teacher-centered methods to a more

flexible, student-driven approach offers numerous benefits, including enhanced student

engagement, autonomy, and the development of critical skills such as problem-solving,

critical thinking, and collaboration. By placing students at the heart of the learning process,

learner-centered approaches foster a more dynamic educational experience, where students

take ownership of their learning and are better equipped to succeed academically and

professionally.

One key finding is that learner-centered teaching promotes deeper learning by encouraging

students to actively participate in the learning process. Methods such as problem-based

learning (PBL) and self-paced learning empower students to engage in real-world tasks,

develop essential life skills, and apply their knowledge practically. Additionally, the paper

highlighted how these approaches can address diverse learning needs by offering

personalized experiences that cater to various styles and abilities. This flexibility enhances

motivation and supports a more inclusive environment where every student has the

opportunity to succeed.
The paper also emphasized the need for teacher training and professional development to

facilitate the transition to learner-centered teaching. Educators must shift from being

knowledge dispensers to facilitators of learning, guiding students through collaborative,

inquiry-based, and interactive activities. While this shift offers professional enrichment, it

also presents challenges, such as managing classroom dynamics and adapting to diverse

student needs. However, with the right support and resources, teachers can navigate these

challenges and create student-centered classrooms that foster growth.

Furthermore, the adoption of technology in the classroom was highlighted as essential for

enhancing learner-centered teaching. Digital tools and platforms allow for personalized

learning experiences, enabling students to progress at their own pace and receive immediate

feedback. Technology also supports collaboration and engagement, making learning more

interactive and accessible.

While the benefits of learner-centered teaching are clear, there are areas for further

exploration. Future research could focus on the long-term impact of these methods on student

outcomes, particularly in terms of critical thinking, social-emotional development, and

lifelong learning. Additional research is needed on how to best support teachers in adopting

these approaches, especially in diverse educational settings, and addressing barriers such as

institutional resistance and curriculum constraints.

In terms of future practices, it would be beneficial for educational systems to integrate

learner-centered approaches into teacher preparation programs and policy frameworks to

ensure these practices are sustained over time. Schools should also focus on building strong

communities of practice among educators to share resources, strategies, and challenges. This
collaborative approach will strengthen the implementation of learner-centered teaching across

educational levels.

In conclusion, learner-centered teaching offers a transformative path forward for education

systems, creating inclusive, engaging, and effective learning environments. By empowering

students to take an active role in their education and supporting teachers through

development and systemic support, educational institutions can foster environments where

both students and teachers thrive. Ongoing research and refinement of these practices will

ensure learner-centered teaching continues to evolve, meeting the needs of all learners in the

21st century.

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